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This study examines the relationship between nursing faculty role models and students in Predominately Black Colleges (PBCs) and students' expectations for professional practice, including choices to work in health care underserved urban communities. The following questions guided this research: (1) Does the interaction between students and their role models influence students' expectations for professional practice; (2) Do role models' involvement with lower income patients in urban settings influence students' preferences to work or not to work in such settings; and (3) Do recent graduates accept employment in the settings they preferred as students?;A 35 item questionnaire derived, in part, from Albert Bandura's theory of role modeling and a 10 item mail questionnaire designed to assess work setting choice was developed. In the first phase of the study, the data were collected through group administration from 214 generic senior nursing students in 15 of the 17 nursing programs at PBCs during April and May of 1982. During the second phase in October, 1982 respondents from phase one were mailed work setting choice surveys. This resulted in a response rate of 80% (172 useable questionnaires).;Data were factor analyzed resulting in four factors characterizing student role model interaction (interpersonal/instructional, functional, personal, and interpersonal/informal-individual) and three factors describing students' professional practice expectations (nursing process, nursing research, and projected professional activities). The two sets of factors were correlated resulting in functional characteristics (i.e., knowing subject area) of role models relating moderately with professional practice expectations. The two interpersonal factors involved in the student-role model relationship correlated weakly with the factors pertaining to professional practice expectations, while personal characteristics of role models such as race and sex did not correlate significantly.;Other analyses using Chi-square and t statistics found insignificant relationships between role models' involvement with lower income patients in urban settings and students' choices of work setting. In further analysis, no significant relationship was found between students' work setting choices and their actual job placements as recent graduates. Job selection was associated more closely with salary and job availability than the influence of role models.

Conventional veterinary training equips veterinarians with skills to treat medical problems with animals. Until recently little emphasis has been placed on the human aspects of veterinary training and treatment. With the identification of the Human/Companion Animal Bond as a distinct area of scientific investigation, an increased awareness in this human factor in veterinary work has begun to emerge. To address the human factor, this study set out to evaluate the effectiveness of a training program developed to equip veterinarians with intervention skills and knowledge of family emotional process.;One, if not the most stressful, aspects of veterinary work reported by clinicians was dealing with anxious pet owners. The rationale for this study was to equip veterinarians with family psychotherapy theory and methodology to better handle anxious pet owners, thus reducing job stress for veterinarians.;The training program developed offered fifteen contact hours. The training was experience based learning as well as conventional didactic presentation.;The population was selected from among the staffs of two emergency veterinary clinics. For the pre-post control group design, one clinic comprised the treatment group and the other the control group. Pre and post testing was conducted on the dimensions of clinician anxiety level and level of clinician empathic response. These measures were taken after simulated pet/owner interviews which employed trained actors as pet owners and real pets as identified patients. Each of these simulated interviews was videotaped as part of the evaluation process.;The research findings were statistically significant supporting a treatment effect on the dimension of increased empathy expressed by the clinician. The anxiety results were inconclusive in that raw scores on this measure suggested the presence of socially desirable scoring patterns.;The scoring patterns for the treatment and control groups combined with their subjective evaluations of the training lend support to the need for training in this area. Implications for future training and research in veterinary stress management training are addressed.